atl ready, steady, teach!_tcm7-39386

Ready, steady, teach!Our guide for new teachers

Student and NQ series

ATL will give you all the support you need to take control of your career. Youll be free to teach, knowing you are part of a strong and friendly union that is active in your school or college and offers you:

free student and NQ/probationer membership

expert legal advice, support and representation, plus insurance cover

excellent training and CPD - we offer a comprehensive range of

accredited learning and development opportunities

a unique partnership with Edge Hill University allowing you to study

to Masters level for a heavily discounted price

unrivalled publications and resources to help you throughout your career

a voice in the debate ATL is well-respected among education policy-

makers and we speak out on the issues that matter most to our members

an award-winning magazine and newsletters, including one dedicated to

those new to teaching

a wealth of online support, plus access to the ATL job finder service,

through www.new2teaching.org.uk and www.atl.org.uk

access to ATL Future, the group representing our newest members

the benefits of our ATL Plus member discount scheme.

If youre not already a member, join online today at www.atl.org.uk/join or phone 0845 057 7000 (local rates apply).

Going into the classroom marks an exciting time ahead, but you may also feel apprehension. You certainly wont be alone in this. Knowing where to turn for help and advice before you start will assist you to thrive, not just survive.

Thats why weve created this booklet for you. Not only does it include tips on your first days as a teacher and deal with concerns such as behaviour, observations and parents evenings, it also guides you through the various ways ATL can provide advice and support.

You can also get lots of information on our website created especially for students and new teachers at www.new2teaching.org.uk. Everything from lesson planning to managing classroom behaviour and taking assemblies is covered and you can download many of ATLs well-researched and incredibly useful publications for free.

Good luck!

Contents

Before you startFirst steps as a student teacher 6

First steps as a newly qualified teacher 7

Going into the classroomYour first few weeks 11

Relationships with colleagues 12

Relationships with students 14

Organisation 15

Time management 16

Maintaining a work-life balance 17

Beyond the classroom 18

If you need help 20

Your questions answeredYou and your mentor 21

Issues with students 23

Behaviour 25

Health and safety 28

Child protection 31

Social networking 32

Observation 32

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Going into the classroom marks the beginning of what will be a hugely exciting and rewarding career. Of course, it can also be quite a nerve-wracking time, but this guide should give you a head start. It offers tips and advice on your student placement and first teaching job, as well as answering lots of common questions.

Remember that ATL is here to help. The ATL representative at your school can help and advise you on an entirely confidential basis. ATL also keeps you up to date with developments in education through our range of publications and magazines, and we have a team of advisers ready to help you with any queries or problems. See page 20 for more about how ATL can help and for contact details.

Please note that the policies and guidance referred to in this publication were correct at the time of going to print but could be subject to change.

First steps as a student teacherRight from the start, you should think of yourself as a teacher. Your professionalism will be demonstrated through your interest in the students you teach, your commitment to the aspirations of the school and your appreciation of the teaching process. Such professionalism will be noticed and valued.

Your placement is a partnership between your school or college and your higher education institution (HEI). As a student teacher, you will have certain rights and responsibilities. You can expect:

regular meetings with your mentor (but remember to be flexible)

constructive written feedback on your lessons on a regular basis

the same support mechanisms that are available to other staff

maintenance of the link between your HEI and the school or college.

For your part, you should:

conduct yourself in a professional manner

take all reasonable care of students who are in your charge

prepare your work adequately

comply with school or college policies

comply with your course requirements

take reasonable care of school equipment and students property.

Of course, to gain the maximum benefit from your placement, you should involve yourself in the broader life of the school or college by taking part in extra-curricular activities, observing staff meetings, attending parents evenings, etc see page 18 for more on these. Do, however, be realistic about committing yourself; there is life beyond school or college (see page 17 for more on work-life balance).

Before you start

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First steps as a newly qualified teacher Finding your first teaching jobIts rare to come across a new teacher who truly relishes the prospect of finding and applying for teaching posts. However, with careful preparation and planning, its possible to make the process more of a challenge than an ordeal.

ATLs publication Apply Yourself contains lots of specific advice to make applying for your first job as straightforward as possible. Members can download or order a copy at www.new2teaching.org.uk, and it can also be ordered on 0845 4500 009.

ATL also offers a job finder service for new teachers with hundreds of posts and advice on job seeking. Find out more at www.atl.org.uk/jobfinderservice.

SalariesThe best time to discuss your starting salary is when you receive a firm offer of employment. All schools should have a pay policy that lays down the way in which decisions on pay will be made.

Maintained schools in England and Wales are currently covered by the School Teachers Pay and Conditions Document for pay and working conditions, and the Conditions of Service for School Teachers in England and Wales for employment issues including sick leave and maternity leave.

National negotiations on pay and conditions for sixth form colleges in England are conducted through the Sixth Form Colleges Forum (SFCF).

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National negotiations on FE pay and conditions in England are conducted in the National Joint Forum (NJF). Agreements made in the NJF have the status of recommendations and individual colleges are under no statutory obligation to accept such recommendations.

Independent schools and academies (including free schools) can set their own pay and conditions.

In Wales, FE pay and conditions are negotiated between the joint trade unions and ColegauCymru the employers association.

Teachers in Scotland are covered by the Scottish Negotiating Committee for Teachers (SNCT) Handbook of Conditions of Service. In Scotland, there is no central bargaining mechanism and salaries for FE staff are negotiated at a college level.

In Northern Ireland, agreement on teachers pay and conditions of service is reached through the Teachers Salaries and Conditions of Service Committee

(Schools), more commonly known as the Teachers Negotiating Committee (TNC). For FE, the education unions negotiate with the employers organisation, the Association of Northern Ireland Colleges, through the Lecturers Negotiating Committee.

All pay scales and documents can be found in the Pay and pensions section of www.atl.org.uk.

What should I be paid?A newly qualified teacher/lecturer taking up their first teaching appointment in a maintained school in England and Wales can expect to start on the first point on the pay spine but it may be possible to negotiate a higher starting salary. In Scotland, probationers are paid at point 0 on the main grade scale and are appointed at point 1 upon getting a post-probation post.

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Schools, colleges or local authorities do have the discretion to recognise other relevant experience when setting an appropriate starting salary. If you feel you have relevant experience (for example of teaching in the independent sector or previous employment relevant to your subject area) you can ask for this to be taken into consideration. Schools and colleges should have a pay policy that sets out the extent to which they will exercise their discretion to award additional points in recognition of other relevant experience.

In the maintained sector and for FE and sixth form colleges, if you are awarded a discretionary point or points, this entitlement will be permanent and will be carried forward to any subsequent teaching appointment.

You may be able to negotiate a recruitment allowance. This is determined by the school and can be paid for up to three years. It may be an additional payment or a non-cash benefit, such as gym membership.

Independent schools and academies (including free schools) are free to determine their own arrangements so pay systems vary widely in this sector. However, as the dominant employer of teachers, the maintained sector sets a benchmark that most independent schools and academies (including free schools) seek to match or better.

PensionsPensions are an important part of your benefits package. Membership of the pension scheme is not compulsory you can opt out but ATL recommends that you do not do so. ATL produces factsheets on the Teachers Pension Scheme (TPS), available to download from www.atl.org.uk/pensionfactsheets.

In England and Wales, all teachers working in maintained schools, academies (including free schools) and FE and sixth form colleges are automatically enrolled in the TPS. Some independent schools also offer membership of the TPS but you will need to check with the school bursar. If an independent school offers the TPS to one member then all staff are eligible to join.

In Scotland there is the Scottish Teachers Superannuation Scheme, see www.sppa.gov.uk and in Northern Ireland there is the Northern Ireland Teachers Pension Scheme, visit www.deni.gov.uk for details.

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Pension contributions will be deducted from your salary. The level of contributions is tiered and the amount you pay will depend on your full-time equivalent salary. You will receive tax relief on your contributions. Your employer will also make a contribution to your pension.

Serving your induction/probation periodIn England, all teachers who gained Qualified Teacher Status after 7 May 1999 must serve a statutory induction period and the same applies in Wales from September 2003, save for certain exemptions. This induction period is the equivalent of one academic year of full-time teaching. If you fail to complete your induction period successfully, you will not be able to continue teaching in a maintained school or non-maintained special school.

Similar arrangements exist in Northern Ireland. In Scotland, the Teacher Induction Scheme offers a position for a complete academic year for probationer teachers. Find out more at www.gtcs.org.uk/probation/probation.aspx.

In Wales, newly qualified teachers are eligible for the Welsh Governments Masters in Educational Practice. All teachers in maintained schools in Wales must be registered with the GTCW, and the Welsh Government has signalled its intention to roll out registration to FE staff over the next few years, see www.gtcw.org.uk.

ATLs publication for newly qualified teachers Induction: making it work for you (English and Scottish versions) offers comprehensive advice on the induction year. To order or download a copy, see www.new2teaching.org.uk, where you will also find information on induction in Northern Ireland and Wales, and probation in Scotland.

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Your first few weeksOnce you know where you will be for your first placement or teaching post, try to familiarise yourself with the structure and ethos.

Newly qualified teachers should try to meet key people before term starts by visiting towards the end of the summer term if possible. You should at least have met the headteacher, your induction tutor and/or mentor, and any immediate line managers such as department heads before your first day.

Student teachers may find their HEI will provide information about their placement and may even arrange a group induction before it starts. If not, you should contact your mentor to confirm arrangements for your arrival. If you are invited, take the opportunity to visit to alleviate some of the initial strain of being a new person in an unfamiliar environment.

If you cannot visit the school or college beforehand, try to find out as much as you can by looking at its website or prospectus, and reading its most recent inspection

report (usually available online), which will give you useful information about the establishment, its strengths and weaknesses, and the issues it is currently addressing.

Aim to familiarise yourself as much as you can on your first day with the layout, as well as the timings and daily routine, eg lesson times, playground duty, etc. Find out how and where you can secure your personal belongings. You should be given a locker, lockable drawer or secure area in the staffroom.

Give yourself a few achievable goals for the first week. For example, you wont learn all the students names but aim to cement a handful in your mind each day. Make a point of introducing yourself to the non-teaching staff they will invariably come to your rescue at some stage.

New teachers should also take time to read through the records the school has on each student you teach. Ask relevant pastoral heads if there is anything specific you should know about, eg medical conditions, national curriculum levels reached and any special educational needs.

Going into the classroom

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Policies and proceduresMake a note of anything that crops up over the first few days that you need clarified. Individual school or college policies should cover most questions, so it is worth spending some time each day familiarising yourself with these. In particular, look out for policies on teaching the gifted and talented, discipline, teaching and learning, and assessment.

It is essential you are familiar with the school or colleges emergency procedures (what to do in case of fire and where the fire exits are, the first-aid procedure, etc). You should also establish the protocol for matters such as reporting sickness and leaving the premises during the day.

More specific information on the school/college ethos can be found in its policies, for example, on:

equal opportunities behaviour restraint homework school uniform, the wearing

of jewellery, etc.

First impressions Take the initiative to introduce yourself, and be pleasant, courteous and friendly to everyone you come into contact with. Not only may schools and colleges provide references for you in the future, but they also frequently employ students who have completed successful placements with them.

The best advice is to dress conservatively on the first day and observe what colleagues are wearing. Some schools have unwritten rules on hairstyles, make-up, jewellery, the wearing of denim, etc. Whether or not you agree with the school or college rules on standards of appearance, it could create unnecessary problems for you if you do not conform.

Resources Establish exactly what equipment and which resources are available, and if limits are imposed upon their use (there may also be booking arrangements for some equipment). Also, check who pays for what (photocopying, telephone calls and stationery, for example), and find out what you might be expected to provide.

Relationships with colleagues The relationships you form with your mentor, staff, students, parents and governors can make all the difference in the early stages of your career. As a student or new teacher, you are trying to make a good impression, understand the school culture and work out whos who.

Here are a few points to help with this:

Take your time you dont have to suss everyone out.

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Beware of being isolated within your department, which may stop you forming other helpful relationships, notably with other new teachers.

If you do notice cliques, try to stay neutral. It is important not to get drawn into internal disputes.

Try not to allow your enthusiasm to be dampened by others negativity you need to retain positive energy for your teaching.

Help others when you can. People will respect someone they can rely on and will be more likely to return the favour.

At break time, it is worth observing the staffroom etiquette. For example, be careful not to use someone elses mug or sit in someones special chair. This sounds trivial but could help you to avoid getting off to a bad start with your colleagues.

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Well-established staff can sometimes feel threatened by change or new ideas. Acknowledge the skills and expertise of your more experienced colleagues, but dont forget that your view matters. Have the confidence to voice your ideas and suggest improvements, but remember to tread carefully.

You not only need to get to know your colleagues but also the complex network of relationships that exists. Help and guidance may come from unexpected sources. Working out how the staff relate to each other is invaluable, especially teaching and support staff.

Tips for student teachersFor student teachers, the most important professional relationship is likely to be with your mentor and time should be set aside for you to meet on a regular basis. Bear in mind that your mentor will have other commitments and responsibilities, so try to be as flexible as possible when arranging meetings. For more on the relationship with your mentor see page 21.

Student teachers also work closely with a number of other permanent teaching staff who should, and usually will, be happy to give you the benefit of their teaching experience, but dont expect them to initiate this support many will want to give you space to learn through your own experience so dont be afraid to ask.

Also, find out from your mentor what kind of work teaching assistants generally do,

and ask to be properly introduced to any support staff you will work closely with.

Relationships with studentsColleagues should be able to provide invaluable information about your students (eg if problems at home might affect behaviour in class). Information can also be gleaned from students individual education plans or from the schools SEN register. You can also observe how colleagues relate to and deal with students, and help with extra-curricular activities (see Taking on additional duties on page 18).

To establish clear expectations of behaviour at the very start of your relationship with your students, you should:

know what the procedures are for praise (commendations, points, etc) and punishments (demerits, detentions, etc)

create and maintain an orderly environment

be consistent and firm

show respect to your students (and hope it is reciprocated!)

use praise and encouragement frequently

be in control

have a sense of humour.

For more tips on working relationships, see www.new2teaching.org.uk.

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Organisation Organisational skills may not come naturally to you, but your life will be much easier if you are well organised and it is undoubtedly one of the key elements of successful teaching.

Try to establish prompt and business-like routines for:

starting and ending lessons

checking student absences

calling the register

distributing and collecting equipment

setting/returning homework.

Make sure that no matter how busy you are with lesson preparation, you also keep up to date with lesson evaluation. Good evaluation will help you learn from any mistakes and gain the maximum benefit from your teaching practice.

Remember to leave time to set out any learning resources required for lessons. Find out beforehand the availability and working order of equipment to be used, and ensure you book specialist rooms and organise tasks such as photocopying well in advance.

One of the hallmarks of professionalism is being in the right place at the right time. Remember that you will inconvenience others if you dont stick strictly to the timetable. It goes without saying that you should also aim to attend meetings on time and keep to any deadlines set by your mentor or colleagues.

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Time managementMost teachers, if questioned, say that they never have enough time they always feel that more could be done, if only! A student teachers placement will give a good idea of the tasks that have to be juggled and how much time is required to complete them, while managing your time effectively could be the difference between surviving and thriving in your first job.

Here are some ideas:

Get used to prioritising tasks be ruthless.

Do the essential stuff first but be discerning about what you attach that label to - not everything is essential.

If you are planning for one lesson, aim to plan for a series of lessons.

Dont allow tasks to pile up with a view to catching up over the weekend. Youll need a good break and will grow to dread Sundays if theyre dominated by schoolwork.

Work at your own pace, not at the pace of those around you.

Dont be afraid to ask for help if you need it and take any that is offered. Most colleagues should be sympathetic as they know what its like there really is no need to reinvent the wheel.

Assign a time limit to each task you have and remain focused on it until it is done.

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Aim to gain a sense of how and when you work most effectively. Dont force yourself to do tasks at times when you experience natural slumps in energy, such as at 4pm when youre hungry and tired.

Maintaining a work-life balanceNo matter how good your time management, there is no denying that teaching is a demanding career. Nevertheless, it should not dominate your life to the extent that all else is eclipsed by marking, preparation and the sheer exhaustion of it all.

You cannot perform well if you are not at your best, both physically and mentally. Try to maintain a stress-free home environment and get plenty of sleep. Its just as important, though, not to let your placement or role take over your life. The best teachers have plenty of outside interests that enable them to maintain a well-adjusted and balanced approach.

Helping teachers maintain a work-life balance is a major focus for ATL. See the workload pages of the Help and advice section of www.atl.org.uk for more information.

You should also consider the following:

The law of diminishing returns applies as much to preparation as it does to anything else in life. Put too much time in and youll risk getting disproportionately little benefit out. Limit the time you spend working at home during the evening and never work late into the night you need to unwind fully before going to sleep.

Dont let your relationships outside work slip. Friends, partners and family will understand your need to work long hours, but they shouldnt be forgotten altogether. Plan time to be with these people and keep that time sacrosanct.

All teachers do some work in the school holidays but dont blur the boundaries between term and holiday time so much that they are no longer distinct.

Try to make sure that a fixed number of evenings in the week are completely work-free; dont lose sight of your hobbies and interests.

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Beyond the classroomTaking on additional duties The reality is that teaching classes is not where your workload begins and ends. There are many additional duties you could take on, from joining the parent-staff association to putting on the Christmas concert or running a club linked to your specialist subject.

However, you are perfectly justified in keeping these additional duties to a minimum while you focus on settling into the profession. Never feel bad about saying no. Express yourself assertively, giving your reasons. You might feel it is appropriate to offer to reconsider in the future, for example when your induction period is complete.

If you do decide to take on an additional duty such as running a school club, only do so on the condition you can review the decision after half a term. This will give you a get-out if you feel it is having an adverse affect on your workload.

Teachers should not be asked to do supervision duties at lunchtime, at the end of the morning session or at the beginning of the afternoon session. Although you could be asked to cover for absent staff, this should certainly not happen during the time allocated in your timetable for targeted induction or planning.

There are various administrative tasks that need not be routinely carried out by teachers in England and Wales and your school should be working towards ensuring teachers do not routinely have to perform them. For a list of these tasks, visit the workload pages of the Help and advice section of www.atl.org.uk.

In Northern Ireland, the Workload Agreement (TNC 2011/8) is available at www.deni.gov.uk/tnc_2011-8_workload_agreement.pdf. For a list of administrative and other non-teaching tasks in Scotland, see the SNCT handbook at www.snct.org.uk.

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If you have any concerns about additional tasks you are asked to do, discuss them with your induction tutor or mentor. Remember, ATL is always available to offer advice and support with any query you have.

Parents evenings Initially, it is unlikely students will be expected to deal directly with parents/guardians but, as the placement develops, you may be asked to have a role in reporting to them, perhaps by attending parents evenings.

Student teachers should ask your mentor what you will be expected to do. For example, in some secondary schools students carry contact books that are used regularly for communicating between teachers and parents/guardians. Remember, parents/guardians will view trainees as a member of staff. However, you should not arrange or agree to have a meeting with a parent/guardian without a fully qualified member of staff present. Again, if in doubt, consult your mentor or your ATL representative.

Whatever these are called in your school, parents evenings can be daunting even for experienced teachers, let alone if its your first one. Yet they are a great opportunity to find out more about your students. The following ideas should help you to get the most out of them:

Dont save up big issues for parents evenings; these should be dealt with as appropriate during the term.

Have your marking up to date, and attendance records and attainment levels to hand.

If you are seeing a parent who is known to be difficult or aggressive, ask a colleague, possibly a member of the senior management team, to witness the consultation.

Avoid using educational jargon as far as possible as it could be lost on your audience.

Focus on the progress a student has made.

Observe experienced colleagues talking to parents if you get the chance.

Writing reports Government guidance states that teachers in England, Wales and Northern Ireland are required to produce at least one report to parents per student per academic year.

When the time comes for a new teacher to report to parents on their students progress, these tips will help:

Reports should not be excessively long. Follow your schools guidance on this, but remember that a relevant, concise, helpful and positive paragraph will serve students and parents far better than something longer yet less precise.

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There is software available designed to speed up the report-writing process but in reality it isnt always effective. Seek the advice of your induction tutor if you are planning to take this route.

Always avoid the clichs, such as could try harder. Be aware that the comments you write could be interpreted as more of a reflection of your teaching than of a childs learning.

Focus on achievements and improvements. What progress has the child made? Always add something the child could usefully do to improve.

Take care over presentation, especially if reports are handwritten in your school. Get someone to read them before submitting them.

Jot down a few key words about each child before starting. It will almost certainly be too much to do rough drafts first, but key words will help to ensure you dont miss anything out.

Avoid unnecessary educational jargon or abbreviations as far as possible.

Teachers in Scotland should see the Reporting on progress and achievement section within the Learning, teaching and assessment pages of www.educationscotland.gov.uk for advice as the Curriculum for Excellence is implemented.

More advice on writing reports is available at www.new2teaching.org.uk.

If you need help If problems do occur, you should try to tackle them straight away they rarely go away by being ignored.

If you are a student, your first source of assistance should be your mentor. Also, remember that schools and colleges have established support mechanisms that you can access if you experience problems with teaching groups or individual students.

ATL is also on hand. As your professional association, ATL wants to ensure your first years in teaching are as productive and successful as possible, so do make use of all the advice and help we can offer on any issue that concerns you. Your first port of call is the ATL rep at your school, who will be able to offer you practical and personal support. Your local ATL branch can provide help and advice from a local angle. If you do not know the name/telephone number of your ATL rep or local branch secretary, contact ATL on 020 7930 6441.

ATL helplines

As an ATL member, you can call ATLs member advisers on 020 7930 6441 (during office hours) or the out-of-hours helpline 020 7782 1612 (between 5pm-7.30pm, Monday to Friday during term time) for confidential and personal support on any issue related to employment.

www.new2teaching.org.uk

For more information on a range of key issues, you can also see ATLs help and advice factsheets at www.atl.org.uk/factsheets.

You and your mentor What level of support should I receive from my mentor? First of all, there is no specific and consistent job description that applies to the role of a mentor and the word is often used to describe many different roles. Sometimes a person who is called a mentor may not even really understand the extent of the responsibilities it implies.

You will have a mentor during your placement as a student. Newly qualified teachers will be assigned an induction tutor for the duration of their induction to provide day-to-day monitoring and support, and they will probably undertake most of the teaching observations and review progress, with some schools also assigning mentors as a source of additional personal support.

In Scotland, specific guidance is available in the Teacher induction section of www.probationerteacherscotland.org.uk.

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The start of a new career always brings with it lots of questions. Here are some of the most common questions ATL is asked by student and newly qualified members.

Your questions answered

Your mentor could be:

a member of the senior management team who has specific responsibilities for initial teacher training and perhaps even for the professional development programme

an advanced skills or chartered teacher who has mentoring as one of their professional duties

a head of department, possibly acting as subject mentor

a colleague who has voluntarily agreed to share a class with you and provide you with support, but who is untrained and inexperienced and who regards this as very much second to her/his particular responsibility for teaching students.

For student teachers, the partnerships between HEIs and partner schools can vary widely. Some schools do not want the full responsibility of initial teacher training and student teachers, and are only prepared to take a lower profile in mentoring. In other partnerships there are very clear and demanding expectations of schools (although these may vary according to whether its your first placement or your final one on which you will be assessed). To understand the level of support expected, ask your HEI tutor and/or look at the partnership materials. If you are on the School Direct programme, contact the school.

ATL would expect a mentor to provide a student teacher with:

a regular allocated time in which you can discuss, plan, get advice on and review your work to date

constructive feedback on any of your observed lessons

more frequent, informal contact and a general empathy with, and awareness of, the kind of problems you may be encountering.

What can I do if I feel my mentor is not giving mesufficient support?As a student teacher, if you feel you are not being given adequate support, speak to both your HEI tutor and/or the most senior person responsible for initial teacher training and student teachers in your school as early as possible.

If you are newly qualified and have concerns about the level of support you receive, it is also important that you raise any concerns early. ATL appreciates that you may find this difficult, and can provide advice and support on how to raise your concerns.

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You must be sure that:

you are specific about what support you are not receiving

you have listened to advice when it has been given

you have made, or really tried to make, your problems clear to your mentor.

Good mentors will have been trained to understand how it feels to be a new teacher.

They will be aware of how difficult it is to take on all the responsibilities of teaching and to see how all the individual requirements add up to the total process of successful teaching for effective learning. They are an invaluable asset.

Regrettably, as ATL has argued repeatedly, training in mentoring skills has been far too neglected in government programmes for professional development. No matter what stage of teaching you are at, everyone needs a good mentor and, just as no one forgets a good teacher, no one forgets a good mentor either.

More information on the mentor-mentee relationship can be found in ATLs Guide to Mentoring, which is available to order and download from our website at www.atl.org.uk/mentoring or can be ordered by calling 0845 4500 009.

Issues with studentsIs it acceptable to comfort a distressed student by putting an arm around them?Be cautious when comforting a distressed student with physical contact. Do read, and act in accordance with, any policies the school or college has on this issue.

If comforting is necessary (for example if a child is crying uncontrollably), comfort them until their immediate needs are met and cease as soon as they are calm.Physical comfort should not be given in private and it is generally considered appropriate only for younger children.

Always avoid any contact with a student that could be misconstrued or cause offence. It is wise to consider the following factors in these situations:

the students gender, age and ethnicity

the nature of the distress and her/ his needs

the physical environment including the proximity of other students and adults.

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Should one-to-one contact be avoided?It is unrealistic for teachers and lecturers to always avoid being alone with students. In some situations (such as music lessons) one-to-one teaching is entirely normal. However, misunderstandings can more easily occur, so be mindful of these general precautions:

Notification: colleagues (or, where appropriate, the students parent/guardian) should, wherever possible, be aware in advance of the lesson or meeting.

Location and environment: where possible, avoid locations that could appear clandestine, such as remote areas, closed or locked doors and rooms without windows. Where appropriate, talk to the student with a desk between you, or arrange the environment to avoid unnecessary physical contact.

Contact: avoid physical contact unless strictly necessary and, if it is (or becomes) necessary, studiously avoid any contact which could be (mis)construed as sexual.

Reporting: if a student becomes emotional or distressed during a one-to-one lesson or meeting, report this promptly and discreetly to a senior colleague.

Further information is available in ATLs factsheet One-to-ones and Lone Working in Educational Settings, available to download from www.atl.org.uk/factsheets.

How should I deal with confidential information from students?Teachers and lecturers are not legally obliged to inform parents or guardians automatically of confidential disclosures by students (eg concerning their emotional lives). In accordance with the Gillick judgement and the principles of the Children Act 1989, teachers and lecturers are entitled to make reasonable professional judgements on this issue, recognising that young people are entitled to more control over matters affecting them as they mature.

Schools and colleges should have a policy on confidentiality and you should act in accordance with it. If the matter is highly sensitive, it is appropriate for you to discuss the confidential information with a senior colleague. Remember to inform the student concerned if you decide you have to pass on her/his confidential disclosure to another person.

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For more information, please contact ATL (see page 20). You may also like to refer to the Brook Advisory Centres publications, many of which are specifically aimed at helping young people deal with relationship issues. See www.brook.org.uk for more details.

If the disclosure relates to a child protection issue, then you have a specific obligation to report it to the designated member of staff (or the headteacher/principal) without delay. See page 31 for more on child protection.

What happens if I take charge of something owned by a student and then I lose it?Where a teacher or lecturer confiscates (or takes charge of) a students property, they are responsible for taking reasonable care of it. Schools and colleges should have a policy on handling a students property, ensuring it is kept securely, there are records of the property being held and there are clear rules on its return within a reasonable time.

If reasonable care is not taken and the property is lost, students are entitled to claim compensation against the school or college. There should be no expectation of the teacher/lecturer reimbursing the cost personally. However, if this is requested, contact ATL for advice (see page 20).

BehaviourAm I entitled to refuse to teach a disruptive student?No; teachers and lecturers have no formal right to refuse to teach a student. To do so is, strictly speaking, industrial action (which is subject to detailed rules on balloting, notice, etc). Refusal to teach is therefore an industrial action weapon to be used only as a last resort, with careful advice from ATL. A headteacher/principal does have the power to exclude violent or seriously disruptive students, either for a fixed period or permanently (subject to the students right to appeal).

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What sanctions do teachers and lecturers have to discipline students?Classroom behaviour and discipline are perennial concerns, but are often a major worry for those new to teaching. The school or college should have a behaviour and discipline policy that states clearly what sanctions are available and who has the power to impose them. Student and newly qualified teachers and lecturers should clarify what authority they have to impose punishments, and if there are circumstances in which they must refer an issue to a senior colleague.

The school or college should publish an escalating system of sanctions, usually ranging from removal from classes, loss of privileges (such as having to stay in at break times), reporting to senior staff, contact with parents/guardians, being placed on report and behaviour contracts, through to temporary or ultimately permanent exclusions.

When it comes to exclusions, only the headteacher/principal can exclude a student from school or college and she/he must observe a procedure when doing so. Detentions can be imposed only when this is reasonable in all the circumstances. One thing is clear: corporal punishment is not a legitimate sanction.

For more information see ATLs publication Managing Classroom Behaviour, which can be downloaded and ordered from www.atl.org.uk/publications or

ordered from 0845 4500 009. You can also check your local authoritys policy and visit www.education.gov.uk.

Am I entitled to physically restrain a student? The Education and Inspections Act 2006 enables staff in all schools to use reasonable force to prevent students from hurting themselves or others, from damaging property or from causing disorder. The use of force has two main purposes: to control students or to restrain them.

All schools should have a policy about the use of force to control or restrain students, which you should familiarise yourself with.

In these situations, remember the following guidelines:

use your voice first verbal instructions should be given before and during any physical intervention

use restraint only when necessary to resolve the incident; this should be the minimum force required, lasting for the shortest practicable time

the purpose should be restraint and the reduction of risk do not strike blows or retaliate against students; to do so would exceed your authorisation to intervene and run the risk of an allegation of assault being made

use restraint in line with the school procedures and any related training you have received.

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Always try to keep calm and consider your own safety. As soon as the incident is over, record exactly what happened with a senior member of staff. And remember that ATL is here to advise you if you have any concerns following an incident (see page 20 for details).

Those working in colleges should check their internal policies to see whether and in what circumstances they can restrain students. Government guidance on restraint is available at www.education.gov.uk.

For further advice in Northern Ireland, visit www.deni.gov.uk. In Scotland, the handbook for schools and education authorities Safe and Well: good practice in schools and education authorities

for keeping children safe and well covers restraint and is available from www.scotland.gov.uk/publications.

What should I do if I am assaulted?Assaults do happen, but not frequently. It can be a disturbing and frightening experience that can knock confidence and encourage fear. There are a number of steps outlined below that should be considered following a physical assault:

You should be allowed access to a private area where you can sit with a friend. You may wish to go home; if you do, appropriate arrangements including transport should be made.

You may have to attend your GP or a hospital, accompanied by a friend, representative or colleague.

A medical assessment of any injury should be made as soon as practicable. In cases of visible injuries, it is helpful to obtain photographs, which can be important evidence in any subsequent claim or legal proceedings.

Report the incident to the headteacher/principal.

A written record of the assault, any injury and the circumstances leading up to the assault should be made as soon as possible.

Depending on the severity and/or effects of an injury, you may be able to claim Industrial Injuries Disablement Benefit. See www.gov.uk or, in Northern Ireland, www.nidirect.gov.uk.

Report the incident to the police promptly. You may be reluctant, but it is a requirement, particularly if you seek compensation under the Criminal Injuries Compensation Authority (CICA) scheme.

You should also contact ATL for advice where appropriate on issues such as sick pay, compensation and ATLs assaults insurance for members.

ATLs publication Violence, Threatening Behaviour and Abuse is free for members and can be downloaded and ordered from www.atl.org.uk/publications, or ordered on 0845 4500 009.

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Health and safetyWhat is my position if an accident happens in my class?Schools and colleges have a duty to provide appropriate support and training to student teachers and lecturers to minimise the risk of accidents. However, even if you are still in training, you have the same obligation as qualified teachers and lecturers to take reasonable care of students.

This is often explained as the care a reasonable parent would exercise, taking account of the numbers, ages, abilities and any special educational and/or medical needs, and the usual standard of behaviour of the students, the location and the risks associated with the activity taking place. Do check and act in accordance with any policies on this issue.

If an accident does occur, first aid should be called for if necessary and a record made in the school or college accident book as soon as possible. Details should also be sent to ATL.

Keep copies of any accident reports or statements made, since they can be relevant to any subsequent claim for compensation. Fortunately, such claims are almost invariably pursued against the employer (and their insurers) rather than against the individual teacher or lecturer. In the (most unlikely) event of a claim being raised against a member for an accident to a student, contact ATL for advice (see page 20).

Am I responsible for the safety of students if I take them away from the school or college site? The educational and social value of trips makes such activity an essential part of learning. Nevertheless, a series of high-profile incidents plus health and safety requirements have understandably heightened fears about liability and negligence.

Teachers or lecturers taking students on trips or visits have an obligation to take reasonable care of them taking account of the students ages, aptitudes, any special educational and/or medical needs, the risks associated with the activity and the environment concerned, which should be considered in the risk assessment(s).

You should follow the school/college procedures for off-site activities. If an accident happens, any claim for compensation is highly likely to be brought against the employer, who is vicariously liable for the actions and omissions of its employees.

For more information, see ATLs publication Taking Students Off Site, available to download and order from www.atl.org.uk/publications, or by calling 0845 4500 009.

The government has produced guidance on school trips, see www.education.gov.uk. The Health and Safety Executive guidance School Trips and Outdoor Learning is available at www.hse.gov.uk/services/education/school-trips.pdf.

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Should I give first aid to students?Surprisingly, the Health and Safety (First Aid) Regulations 1981 only require employers to have first aiders to deal with employees, not others such as students. Nevertheless, it is recommended that there should be provision of first aid for students and visitors to the school or college.

Schools and colleges should therefore have clear and published procedures for dealing with first aid. First aid should normally be administered only by a qualified first aider. However, if an emergency arises in the absence of a first aider, the appointed person should be asked to take charge. Though not a fully trained first aider, an appointed person can perform certain emergency procedures such as resuscitation, provided they have received training. In the absence of a first aider or appointed person, teachers and lecturers are entitled to use their best endeavours to protect the health and welfare of students in their charge.

Although there is a risk of liability if the first aid was to go wrong, in practice the risk is very small. To date, we have heard of no case in which school or college staff have been successfully sued for compensation for giving inappropriate first aid in good faith to deal with an emergency.

Am I responsible for administering medication to students?School and college staff are not obliged to give medication to or to supervise a student taking medication unless it is a term of their contract. Primary responsibility rests with parents/guardians who should inform the school or college promptly of the students medical needs. If the administration of medication or supervision of a student taking their medicine during the school or college day and/or during activities off site is required, appropriate safeguards should be in place. These include a written agreement with the parent/guardian and an agreed procedure for dealing with any medical emergency.

Teachers and lecturers who administer medication should therefore be treated as volunteers. It is reasonable for your employers to confirm in writing that their insurance arrangements fully indemnify staff who volunteer. Those who do so must be given appropriate training and information beforehand. It is advisable for schools and colleges to have written procedures for managing and administering medication to students. Further information is available from ATLs member advisers on 020 7930 6441.

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What should I do if furniture needs to be moved in a classroom?Unfortunately, manual handling operations lifting, carrying, pushing or moving a heavy object or person by hand or bodily force are a major source of injury at work. Lifting anything even moderately heavy in the wrong way can result in strain or injury, especially to the back one of the main causes of sickness absence.

The Manual Handling Operations Regulations 1992 oblige employers to carry out risk assessments aimed at minimising the health risks associated with manual handling, based on the principle of avoiding carrying out these tasks, where possible.

ATL therefore advises you to exercise caution and to avoid lifting or manoeuvring heavy or awkwardly shaped loads, such as desks or filing cabinets. The weight of minor equipment and books should also be carefully considered before any attempt is made to move them. You should always call for assistance from the caretaker, for example. Full use should be made of trolleys or other mechanical aids. Any injury should be recorded promptly in the accident book and you should retain a copy of it.

As a newly qualified teacher, what should I do if I am unwell and cant get to work?Newly qualified teachers in maintained schools in England and Wales are entitled to full pay for 25 working days of sick leave and, after completing four calendar months service, half pay for 50 additional days. These entitlements increase with years in service.

You are entitled to self-certificate for seven calendar days of absence due to ill health. This means that you dont need to obtain a sickness absence certificate (although you would be wise to seek medical advice if your illness continues beyond three or four days). If you are ill for more than seven calendar days, you will need to give your headteacher a fit note (normally obtained from your GP), stating the reason for your absence and the projected duration of sick leave.

The fit note, introduced on 6 April 2010 to replace sick notes, has two options: that the person is not fit for work, or that the patient may be fit for work taking account of advice on a phased return to work, altered hours, amended duties and workplace adaptations.

The school should have a sickness absence policy that outlines procedures for sick leave. Keep your headteacher informed whenever you suffer illness that requires sick leave. Always ring the school as soon as you know you will not be able to attend, or, if you cannot, arrange for

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someone to call on your behalf. The reason for your absence should be treated as confidential by your headteacher.

If you feel able to suggest work for your class(es) this will be appreciated but you are not under any obligation to do this.Many schools have contingency plans in place in the event of staff sickness.

For the arrangements in Scotland, see the SNCT Handbook of Conditions of Service at www.snct.org.uk. In Northern Ireland, see the popular questions on teachers pay in the School staff section of www.deni.gov.uk.

Child protectionWhat should I do if I suspect child abuse?All teachers owe a duty of care to their students and colleagues. An important aspect of this duty is to take reasonable steps to safeguard and promote students health, safety and welfare. This is particularly important in the area of child protection; all children have the right to protection from abuse and exploitation.

Child abuse has been categorised as follows for the purposes of the child protection register:

neglect: persistent or severe neglect, or the failure to protect a child from exposure to any kind of danger

physical injury: actual or likely physical injury to a child, or failure to prevent physical injury or suffering to a child

sexual abuse: actual or likely

sexual exploitation: of a child

emotional abuse: actual or likely severe adverse effect on the emotional and behavioural development of a child caused by persistent or severe emotional ill-treatment or rejection.

Find out what the procedures are for dealing with suspected abuse, and follow these. As soon as you suspect neglect or any form of abuse, talk to the designated teacher with responsibility for child protection. Do not wait to gather more evidence of abuse; it is always better to act sooner rather than later.

For further guidance on child protection issues see www.education.gov.uk.

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Social networkingShould I use Facebook or Twitter?Although social networking sites can provide a valuable learning resource and a way of keeping in touch with friends and family, there is a need for some important checks and balances. These include:

acting strictly in accordance with the school/colleges IT policy

keeping contact with students within a strictly educational context

controlling who sees your details through privacy settings

being aware of photos posted that you appear in

checking your content regularly

remembering theres a growing trend for schools and colleges to access social networking sites before interviewing job applicants.

For more information, see ATLs factsheet Social Networking Sites: how to protect

yourself on the internet, available to download from www.atl.org.uk/factsheets.

ObservationAs a student, if my school or college undergoes an inspection, will my lessons be observed by inspectors?Inspections tend to be brief and tightly focused, and inspectors will discuss with a headteacher which lessons they need to see to get a picture of the school or college.

If an inspector should find themselves with a student teacher, they will apply their criteria with regard to the experience and training of the teacher or lecturer being observed. Whether you are a student or not, you are entitled to feedback and this should be given with sensitivity to status.

As a student, if Im observing a teacher or lecturer working with a class I will eventually take over and the class is not behaving as I would wish, should I intervene?ATL would advise you not to intervene. On occasions like this, you are present to observe, learn and note. However, you should definitely discuss what you observed with the teacher afterwards to establish how much of what you saw was actually noticed, and the reasons why the teacher managed the class that way.

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It is sometimes said that you should seek first to understand and then to be understood, and this is a good principle here. You can probably learn a great deal in relation to the problems you are likely to have with the same class, which you can then integrate into your own teaching.

This is not to say that you will never encounter teachers or lecturers who are less effective at managing behaviour or difficult classes, but in most instances schools place student teachers very carefully and ATL does not think these problems are likely to occur very often.

If you do have serious reasons for concern, discuss them with your HEI tutor or mentor and agree what you would say to the person you are observing. Make a report of what you have noticed and

discuss what you plan to change. Then, when you are observed, you will be able to compare the way you are managing the class with what you observed.

Remember, too, that a change of teaching styles will unsettle students and you might need to adapt your preferred style to bring it closer to their current experiences. It is also vital for you to check the policies on both teaching and behaviour management. They may have acted in this way because the school or college is trying to make a transition from one form of classroom management to another, where students take more responsibility for their own behaviour.

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ATL takes the view that no teacher or lecturer should ever undermine the status of another professional in front of the class. You should always support your colleagues. The sole (and rare) exception would be if the students were in real danger, or if there were particular examples of extreme bad behaviour or bullying you could see but the teacher or lecturer could not.

What can I expect in terms of observation as a newly qualified teacher?Newly qualified teachers can expect to be observed at regular intervals throughout the induction period, and you should meet with your reviewer to review the teaching that has been observed.

Observations should be carried out in a supportive fashion with professionalism, integrity and courtesy; be evaluated objectively and reported accurately and fairly; and take account of the particular circumstances that may affect performance on the day.

In Scotland, it is recommended that there are five observations from August to December of a probation year, for more details see the Probation process section of the Teacher induction scheme pages at www.probationerteacher scotland.org.uk.

Teachers in Northern Ireland should consult the guidance note TNC 2011/6, Guidance on Classroom Observation/Visits, on the Department of Education website www.deni.gov.uk.

Teachers in Wales should see Induction for newly gualified teachers in Wales, available in the Education and skills section of www.wales.gov.uk.

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ATL is the union for education professionals across the UK. Active in the maintained, independent and post -16 sectors, we use our members experiences to influence education policy, and we work with government and employers to defend your pay, conditions and career development. From early years to HE, teachers to support staff, lecturers to leaders, we support and represent our members throughout their career.

For a free copy of ATLs publications catalogue, please call ATL despatch on 0845 4500 009.

To receive the text of this book in large print, please contact ATL on 020 7930 6441.

ATL 2013.

All rights reserved. Information in this publication may be reproduced or quoted with proper acknowledgement to ATL.

Belfast

Tel: 028 9078 2020 Email: [email protected]

ATL - the education union7 Northumberland StreetLondon WC2N 5RD

Tel: 020 7930 6441Fax: 020 7930 1359Email: [email protected]

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ATL product code: PG003

Date: January 2013

ISBN: 1-902466-69-1

Price: 9.99 (non-members) / free (members)

Whatever your query,

www.new2teaching.org.uk from ATL has all the advice and support you need to help you begin your teaching career.

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